Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Entire DC Network
An Investigation Of The Association Between Arithmetic Achievement And Symbolic And Nonsymbolic Magnitude Processing In 5-9 Year-Old Children: Evidence From A Paper-And-Pencil Test, Nadia Nosworthy
Electronic Thesis and Dissertation Repository
Recently, there has been a growing emphasis on basic number processing competencies (such as the ability to judge which of two numbers is larger) and their role in predicting individual differences in school-relevant math achievement. Children’s ability to compare both symbolic (e.g. Arabic numerals) and nonsymbolic (e.g. dot arrays) magnitudes has been found to correlate with their math achievement. The available evidence, however, has focused on computerized paradigms, which may not always be suitable for universal, quick application in the classroom. Furthermore, it is currently unclear whether both symbolic and nonsymbolic magnitude comparison are related to children’s performance on tests …
Children's Understanding And Experience Of Anger Within Their Peer Groups, Nicole J. Hamel
Children's Understanding And Experience Of Anger Within Their Peer Groups, Nicole J. Hamel
Electronic Thesis and Dissertation Repository
The purpose of this study was to describe how children understand, experience and express their anger with others in their peer group, from their perspectives. Semi-structured focus groups were conducted with third grade students in an elementary school. Children were asked three questions: 1) What did you learn about dealing with anger this week? 2) What are some good/positive things that happened between you and your classmates this week? 3) What are some not so good or negative things that happened between you and your classmates this week? Six themes emerged from analysis of the transcripts of the semi-structured focus …